Searching for words: One strategic use of the mother tongue by advanced Spanish EFL writers

Murphy, Liz; Larios, Julio Roca de

doi:10.1016/j.jslw.2010.02.001

Cited by 56 publications

(45 citation statements)

References 35 publications

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“…L1 has been used for a variety of purposes, including generating ideas (Cohen & Brooks-Carson, 2001; Roca de Larios, Murphy & Manchón, 1999;Stapa & Majid, 2012;Wang, 2003;Wolfersberger, 2003;Woodall, 2002), organizing texts (Cohen & Brooks-Carson, 2001;Sasaki, 2000;Wang, 2003;Wang & Wen, 2002;Woodall, 2002), metacommenting and selfevaluation (Wang, 2003;Wolfersberger, 2003), finding lexical items (Wang, 2003;Woodall, 2002), controlling the writing process (Wang, 2003;Wang & Wen, 2002;Wolfersberger, 2003), backtracking (Murphy &Roca de Larios, 2010;Perl, 1979), translation (Huh, 2001;Uzawa, 1996), and revising the text (Perl, 1979;Raimes, 1985). Those studies have showed that learners use their L1 for demanding cognitive operations in L2 composition.…”

Section: Review Of Previous Studiesmentioning

confidence: 99%

“…In addition, these studies on the use of L1 in L2 writing have mostly involved two genres, informal and formal writing, which are categorized as the easier and the more difficult task, respectively. But most of them have just used one writing task in each genre of informal (mostly narrative) and formal (mostly argumentative) writing (Choi & Lee, 2006;Kobayashi & Rinnert, 2008;Roca de Larios et al, 2008;Murphy & Roca de Larios, 2010;Raimes, 1985;Wang, 2003;Wang & Wen, 2002;Woodall, 2002). To our best knowledge, one exception is the Van Weijen et al (2009) study in which four topics were assigned to students.…”

Section: Review Of Previous Studiesmentioning

confidence: 99%

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The Use of L1 as a Writing Strategy in L2 Writing Tasks

Kim

Yoon

2014

GEMA Online

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Numerous studies have investigated how students integrate L1 for the function of acquiring L2 writing proficiency. However, there is still no consensus that relates the degree of L1 use and various writing strategies in L2 writing to student proficiency levels and writing genres or writing tasks. The present study explored these issues over the course of 14 weeks with nine Korean university students of three different proficiency levels performing six writing tasks in two genres. The data were collected from the students" think-aloud protocols and retrospective interviews. The think-aloud and interview data were analyzed to examine the students" use of L1 during the L2 writing. The think-aloud protocols were also coded into their functions for what purposes each language type was used. The results showed that lower level students used their L1 more than the advanced students, but all students used L1 to different degrees depending on each task. In other words, the students reacted differently in accordance with task familiarity and the relative ease or difficulty of the task. The study also found that there was no consistent relationship between language proficiency and the types of writing strategies the students used in L2 composition. On the other hand, this study showed that although the types of writing strategies the students employed were similar, the students of various proficiency levels applied L1 strategies to their writing in different ways. The findings showed that L1 use in L2 writing can play an encouraging role for both the ideational and compensatory purposes, suggesting that the strategic use of L1 can contribute to improvement in L2 composition. The paper discusses that writing instruction should focus more on the topics of how to use writing strategies as well as what writing strategies to use.

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Section: Review Of Previous Studiesmentioning

confidence: 99%

Section: Review Of Previous Studiesmentioning

confidence: 99%

The Use of L1 as a Writing Strategy in L2 Writing Tasks

Kim

Yoon

2014

GEMA Online

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“…Following Murphy and Roca de Larios (2010), Tullock and Fernandez-Villanueva ( 2013) lexical-access problems may be identified through linguistic and extralinguistic indicators, such as meta-comments, problem-indication, self-questioning and problem-solving, self-evaluation,…”

Section: Gestures and Lexical Access In Slamentioning

confidence: 99%

Gestures and Lexical Access Problems in German as Second Language

Исаева¹

2016

Beyond Language Boundaries

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ABSTRACT:Gestures receive growing attention in the field of Second Language Acquisition but still there is a scarcity of research that looks at them as a part of multimodal communication through the use of interactional approach.The present study aims to explore the interplay of gestures in oral production in German as second language and the lexical access problems. It looks at the principal gesture functions in communication (referential, discursive, interactional, autostimulative) To answer these research questions the speech of 6 Spanish/Catalan (L1) students of German (L2) The results show that the gestures that depict image are scarcely presented and do not participate in word retrieval. The emphatic gestures represent the discursive function in communication.The pointing gestures in the majority of cases are used strategically to prompt reaction from the interviewer, and, thus, play an interactional function, not the referential one. The autostimulative 2 gestures that occur during the lexical access problems may participate in the retrieval but still their role should be investigated more.In our study the higher proficiency is related to the decrease in lexical access problems and the decrease in searches for the abstract words. Its relation to the most frequently presented gestural types is, however, weak. The higher speech rate is related to the decrease in cases with lexical access problems that were produced without gestures, but does not affect gestural types.Frequency of silent pauses is not strongly related neither to the amount of lexical access problems, nor to the type of lexical items, nor to the most frequently presented gestural types.

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“…reviews in e.g. Murphy & Roca de Larios 2010;Tullock & Fernández-Villanueva 2013;van Weijen et al 2009;Wang & Wen 2002). Existing research has focused on L2 writers' use of their L1 for a number of different purposes, including generating and organising ideas for the content and structuring of the text (Murphy & Roca de Larios 2010;Wang & Wen 2002), for controlling the writing process (Wang 2003;Wang & Wen 2002) and for solving linguistic problems such as vocabulary issues (Wang 2003).…”

Section: Multilinguals' Use Of Their Background Languages In L2 and Lmentioning

confidence: 99%

“…Existing research has focused on L2 writers' use of their L1 for a number of different purposes, including generating and organising ideas for the content and structuring of the text (Murphy & Roca de Larios 2010;Wang & Wen 2002), for controlling the writing process (Wang 2003;Wang & Wen 2002) and for solving linguistic problems such as vocabulary issues (Wang 2003). Some studies suggest that less proficient L2 learners are more likely to rely on their L1 than more proficient learners (Uzawa 1996;Wang 2003;Wang & Wen 2002) whereas other studies have shown that the L1 is resorted to regardless of proficiency level, albeit for different purposes (Murphy & Roca de Larios 2010;van Weijen et al 2009;Wang 2003). For instance, in Wang's study (2003), the low -proficient participants used the L1 mainly to solve lexical problems whereas the more highly proficient writers used their L1 to clarify text concepts, enrich contextual information and for "shaping their discourse as a whole " (2003: 367).…”

Section: Multilinguals' Use Of Their Background Languages In L2 and Lmentioning

confidence: 99%